Students Who Identify with a Disability and Instructors’ Experiences in Nursing Practice: a Scoping Review

Clinical Nurse Educators' Experiences on Instructing Student Nurses With Disabilities (SWD's) in the Clinical Arena

“…The results reported in this article are a subsection of results from the larger parent study conducted by Epstein et al [16]. The focus in this article remains on the instructional experiences of clinical nurse educators and has not been previously reported.…”

“…Dyslexia primarily affects verbal memory, verbal processing speed, skills in accurate and fluent word reading and spelling and this can impact how the clinical nurse educators support the student nurse [21][22][23]. Anecdotal evidence suggests that SWD's are enrolling in higher numbers in undergraduate nursing programs, however the exact number of SWD entering these programs are difficult to determine due to several barriers that these students encounter such as stigma, denial of disability or failure to disclose a disability [16].…”

Thinking rhizomatically and becoming successful with disabled students in the accommodations assemblage: Using storytelling as method

“…Faculty instructors are often not clear about how to best accommodate disabled students in clinical placements and what such accommodations entail. Some of the challenges highlighted include lack of support from institutions, risks to patient safety, limited time in placements, and the increased workload for faculty that accommodation might require (Calloway & Copeland, 2021; Epstein et al, 2021; McPheat, 2014). Furthermore, disabled students describe feeling excluded from placement experiences (K. Brown et al, 2006; Luckowski, 2016).…”

“…Epstein et al (2021) conducted a scoping review of studies ( n ‐27) exploring disabled students' and instructors' experiences in nursing clinical placements. They suggest that a framework for exploring power differences in clinical placements is needed to guide practice, policy, and research.…”

“…Further, proposed solutions to support disabled students and instructors in clinical placement have not considered power differences and many exclude disabled students in the ongoing decision-making process (Griffith et al, 2010, p. 133;Howlin et al, 2014, p. 560). Epstein et al (2021) conducted a scoping review of studies (n-27) exploring disabled students' and instructors' experiences in nursing clinical placements. They suggest that a framework for exploring power differences in clinical placements is needed to guide practice, policy, and research.…”